Earlier this week, ChildFund President & CEO Anne Lynam Goddard visited the White House for the launch of Let Girls Learn, a U.S. government initiative that aims to make education accessible for all girls worldwide, despite some daunting obstacles. Girls’ rights and the barriers to them figure strongly in our work at ChildFund, so it is thrilling to see such a major push led by the Office of the First Lady, involving USAID, the State Department, the Peace Corps and other agencies. You can read more of Anne’s thoughts on Let Girls Learn on her Tumblr page.

On the ChildFund blog, we’ve written about many girls and young women who have overcome significant barriers to attaining a full education — including early marriage, spotty electrical power, long walks to school and cultural mores that discourage women from getting an education. Read about Phanny, a Zambian woman who works as an automotive repair supervisor; Mahdia, an Afghani woman who is learning to read despite the objection of some of her male relatives; and Alexia, a Dominican police officer who encourages her younger siblings to remain in school. They’re heroines in our book.

In this video, Mamta talks about how the Udaan scholarship available through ChildFund India has helped her overcome financial challenges to attend university to become a teacher. Her parents are illiterate, and many of her friends in her village dropped out to get married, so what she is doing is remarkable.

“I want to teach other girls to continue their educations so they’ll be independent, like me, and have a good life,” Mamta says. Video by Jake Lyell.

School is starting this week for many children in the United States. Children and youth in many of the 30 countries where ChildFund works have limited access to school, whether it’s because their families can’t afford to pay fees for uniforms, or the children are relied upon to fetch water or work to contribute to a family’s livelihood. Sponsorship helps many children attend school longer and have a better chance to break the generational cycle of poverty. Here are some pictures of students from communities where we work:

A classroom in Kenya.

Girls going to school in Mexico.

On the way to school in rural Pimpalgaon, Pune, India.

Parents help build a school for their children in Zavala, Mozambique. Photo by Jake Lyell.

One day, Antonio felt terrible, suffering stomach pain. He needed to go to the hospital, about a four-hour drive from his home village, Huehuetla, in Mexico’s Puebla state.

It turned out the problem was appendicitis, and despite the long trip, Antonio’s operation was successful. He was able to get to the hospital with the help of ChildFund Mexico, in which he’s been enrolled since he was 2, and the support of his sponsor. Antonio is known for his smile, his good grades and his teaching skills. Yes, even at 10, he’s a teacher.

His gift is being a translator for his mother and grandmother, especially when they need to go to the doctor.

Antonio knows that his family members, who speak only Totonaco, have a hard time communicating with Spanish-speaking doctors. So when he accompanies his mother and grandmother to clinics, Antonio is able to tell them what the doctor is saying and respond to the doctor in Spanish.

He also teaches Spanish and Totonaco in the community.

He starts the Totonaco class for children by saying:

“Tlen.” (Hello.)

“Pastakgasinil.” (Thank you.)

Antonio’s family is poor, but they have better access to health care and nutritious food through ChildFund and the local partner organization. In return, the family members volunteer their time and skills to help others.

Antonio says that he wants to major in math in college, and he dreams about owning a store, earning money to help his family.

March marked the end of Sekolahku Asik, Indonesian for “My School is Really Cool.” The project was a joint initiative between ChildFund Indonesia, Krakatau Posco, an Indonesian company, and the Community Chest of Korea to support Indonesia’s government in improving the quality of basic education.

“The Sekolahku Asik program has improved the schools’ infrastructures, teaching skills of the teachers, students’ engagement and employees’ participation in education,” says Min Kyung Zoon, president of Krakatau Posco.

The program was implemented in three elementary schools as a pilot in Cilegon, Banten, and 35 teachers from 13 schools in the region received training in interactive learning. Children attended consultation events to express what they wanted their schools to be like, voicing their views through drawing, writing and storytelling.

The schools received minor repairs, and employees of Krakatau Posco had the opportunity to volunteer at the schools, teaching children how to plant trees, wash their hands properly and how to dispose of organic and inorganic waste. More than 500 children benefited from the experience.

The schools now have better and cleaner restrooms, organized libraries with more books and fresh coats of paint on the walls.

A new library at Tegal Kidongdong Elementary School.

“My school was quite dull,” says 12-year-old Novalina. “The restroom was dark and dirty. Sometimes I felt scared when I went there. I joined the competition with other students to tell what we want to be improved in our school. Now, my school looks really nice and much cleaner. We chose the color for the walls, too.”

Teachers, too, were pleased with the program: “We really like the training, as it has enhanced our knowledge and skill in an interactive teaching method,” says Tati Fatayati. “This brings changes to the students; where they might have been feeling bored with the teaching process in the class, now they feel it is more fun and interactive.”

Now that the pilot stage has ended, ChildFund and Krakatau Posco are working together to continue the program at the three schools, as well as other schools, this year.

At Avadi Municipal Middle School in Thirvalluru, India, the story of the animal kingdom is literally painted on the walls. Each day, students entering the school are greeted by a massive mural, a colorful landscape with wild animals in their environment.

On another wall of the fourth-grade classroom are posters demonstrating fruits and vegetables and their importance in our daily diet.

Students have access to computers at school now.

“These are things our students get to see every day,” teacher P. Jayanthi says. “They not only see those paintings and posters but learn a lot from them. Now, it is easy for us to teach our students through these materials.”

The paintings and other learning materials were made available to the school by ChildFund India under its Enhanced Education Quality Improvement Program (EQuIP). Supported by the Caterpillar Foundation, this program is being implemented in about 100 primary and middle schools around Chennai, the capital city of the southernmost Indian state of Tamil Nadu.

The three-year project, which started in September 2011, seeks to make comprehensive quality improvements in 100 schools in Villivakkam and Ambattur areas of Thiruvallur and Chennai districts of Tamil Nadu. These schools are run by the government and most students are from impoverished homes. Many are from the first generation of their families to attend school, so they may lack full support at home. So far, the project has reached more than 4,800 students.

“These wall paintings and hangings have made our task fairly easy. They not only help the classroom look great, but also help us in a great way to engage children in learning activities continuously,” says Mercy, a teaching assistant.

“All the classrooms of our school have some kind of thematic wall paintings, and we have observed that the paintings have helped gain students’ focus and increase learning,” she adds. “This has helped us greatly in teaching slower learners or those who take a longer time to grasp any subject material. We are thankful to ChildFund India for this support.”

The School Management Committee.

Under EQuIP, schools were provided with learning modules specially designed for delayed learners, as well as workbooks, whiteboards, pencils, art materials, science sets, ceiling fans, round classroom tables and computers, among other resources. ChildFund has also appointed teachers trained to work with delayed learners.

The project has the following key objectives:

Improve the physical environment to make it more conducive for learning.

Promote an interactive and participatory learning environment.

Increase community involvement in and support for high-quality education initiatives.

Increase awareness regarding education initiatives and their importance among stakeholders.

“Many slower learners suffer from low self-esteem and lack confidence,” says teacher N. Nalini. “You can address this not only by praising small achievements but also by personalizing lessons.

“I always keep this in mind and encourage them to work on their learning abilities. I encourage children to use our learning materials to observe, predict and solve problems. I invite them to tell stories and revise lessons on a regular basis. They like the attention given to them.” When the project started last year in this school, about two dozen children were designated as delayed learners. Now, 20 of these students have improved dramatically and are at par with their peers, she adds.

Eight-year-old Pallikondal had a problem in identifying animals a year ago. But today, she says, “I know everything about these animals in this painting,” pointing to the elephants.

School Management Committee member M. Laxmi is pleased about the progress her three grandchildren have made at school. “They are all doing well in their studies. I am very happy.”

Fifth-grader Yufen (center) attends a community meeting in his Indonesian village.

By Sagita Adesywi, ChildFund Indonesia

Yufen, a fifth-grader, lives in the Belu district of East Nusa Tenggara, Indonesia. He loves to play soccer, and he also likes school.

“I have two younger sisters, but they live with my parents in another village,” he says. “On weekends, Grandma takes me to visit my parents. I love my grandma. When she takes me to the farm, she likes telling me lots of different kinds of stories. At home, I help her, collecting water for cooking from our neighbor’s well. I have lived with my grandma since I was little, because my parents said the school here is better.”

Yufen attends Nanakelot Elementary School, which is supported by ChildFund and its local partner, LPAA Belu, through the Child-Friendly School program. ChildFund has provided schools with classroom renovations, school books, teaching aids, tables, chairs, bookcases and guitars. The program, which benefits 338 children and 17 teachers, helps schools become safe, healthy and protected environments for children, encouraging child participation in all aspects of school life.

“I like to go to school because I have many friends there,” Yufen says. “What I like most is science, learning about nature and living creatures. The teachers really care about us. If we are too noisy, they will remind us to be quiet and get back to studying.”

Maria Tai, Yufen’s principal, works on lesson plans.

Maria Tai, the school’s principal, agrees that the changes have been beneficial for everyone. Teachers have learned better ways to convey information to their students by preparing lesson plans, managing their classrooms and disciplining children in more effective manners. In turn, students are more comfortable asking questions and giving their opinions in class.

“Before the training on child-friendly schools, we easily became angry with children when they made mistakes. Slowly, we changed our interactions with the children. We listen to children’s needs. On the second break between classes, children were usually asked to just stay in the class. However, some children mentioned that it was really boring and asked if they could take a break in the library. I thought it was a good idea, so I let them.” As a result, students read more than just their textbooks and discuss what they have learned back in class.

Children also are allowed to water plants in the school garden, a task formerly done by staff members. “We never thought that it could be of interest to them and that they could participate,” Tai says. “Now, children water the plants every day, using the water jugs they bring from home.”

Yufen notes that there are other new projects that have brought fresh life to school. “We also made our own attendance boards,” he says. “We made them from recycled materials like used plywood, paper and plastic. We made it together in class. When we come in to the classroom, we mark our arrival time ourselves on the attendance board.

“In every class we also have an honesty box. It is made from a used carton. It teaches us to practice honesty. If we find a pen, we put it in the box. If tomorrow morning, someone is looking for a pen, he or she will be asked to look for it in the box. Once, I lost my book. The next day I checked in the box and I found it had been put there by my friend.”

Yufen also likes to play soccer with his friends after school, but his village doesn’t have a soccer field, so they play in the garden. He hopes his school will get a field one day.

In 1976, thousands of black school children took to the streets of Soweto, South Africa. In a march stretching more than half a mile, they protested the inferior quality of their education and demanded their right to be taught in their own language. Hundreds of young boys and girls were shot down by security forces. In the two weeks of protest that followed, more than 100 people were killed and more than 1,000 were injured.

To honor the memory of those killed and the courage of all those who marched, the Day of the African Child has been celebrated on June 16 since 1991, when it was first initiated by the Organization of African Unity (now known as the African Union). ChildFund takes part in the day, which draws attention to the lives of African children today. This year’s theme was A Child-Friendly, Quality, Free and Compulsory Education for All Children in Africa.

Below, we offer excerpts of speeches given by four young women enrolled in ChildFund Ethiopia’s programs, who spoke to the African Union in Addis Ababa on June 16.

Eden, age 16.

“Governments have the ability to give quality, free and compulsory education for all children in Africa by having a meeting with all African leaders and discuss the issues about what things can be done to create a better education system and prepare training for all African teachers.”

Helen, age 14.

“Even though formal schooling is important, this is not enough. Our families are the people that we see when we first open our eyes. And we learn a lot of things from them and most importantly from the society. If a child is to be educated, then the contribution of families, society and friends is very important. This is because they build us in a very faithful, good manner. This is what we are looking forward to, and I believe we are on our way.”

Aziza, age 15.

Young speakers enrolled in ChildFund Ethiopia’s programs.

“Once upon a time, there were two young ladies. They were best friends, and they grew up in the same place. One of the girls has an interest to learn and study. Even when she was a child, she always asked questions. She loves asking and knowing different things. Even though the girl always wants to learn, her mother doesn’t have enough money to send her to school. So, because of their economic status, she spent her time helping her mom.

“The other girl never wants to go to school. She hates to study, but her family was rich. Even though she went to school, when she visits her smart friend, she brings her homework for her to do.

“When they grew up, both didn’t have happy endings. The rich girl has an unhappy ending because she didn’t study, and she was not strong. What about the smart girl? She was a smart, intelligent and hard-working girl, but she had an unhappy life because she didn’t have opportunities to learn. How did I know about the girl? Because she was my mother!

“She supports me, although she doesn’t have much money; she makes sure to buy me school materials and other essential things. By her strong heart, I haven’t any inferiority. Rather, I always worked hard to be an intelligent and smart girl, but the secret behind me is my dearest mother.”

Bemnet, age 14.

“Disabled children are not being educated; they might not be in a position to fight for their right to be educated. We need to fight for their right and give them educational materials. To give disabled children an education, government and family have a main role. If we provide a free and quality education for children, they can easily get self-confidence and a good education, which enables them to be successful and responsible citizens.”

Last year in Belarus, a young man named Vlad passed the Baranovichi University entrance exams. A significant but fairly routine achievement, perhaps, except that Vlad was born with cerebral palsy. And in Belarus, his acceptance into college was nothing short of groundbreaking.

Vlad, a university student in Belarus.

Although cognitively Vlad is very capable — he can quote Dumas with ease and loves classical literature by Tolstoy and Dostoyevsky — the palsy makes his speech unclear, and he has trouble writing or using a keyboard. He almost missed out on going to college altogether; over and over he was prevented from taking entrance exams because students weren’t allowed any kind of assistance during the tests.

His break finally came after the vice rector of Baranovichi University attended a ChildFund-supported training on inclusive education, the USAID-funded project Community Services to Vulnerable Groups. She shared her new knowledge with colleagues, and Vlad was able to take the exam by answering questions verbally. He passed and even had the highest scores among all applicants that year.

In Belarus, more than 26,000 children are considered to have a disability and as many as 120,000 have special educational needs, according to UNICEF. These are alarmingly high numbers, especially for a country with just under 9.5 million people, and have nearly tripled since 1990. A complex mix of problems may be to blame, including the lingering effects of post-Soviet Union economic depression and the trauma of the Chernobyl nuclear plant explosion nearly 30 years ago.

There is not any direct evidence proving that long-term radiation exposure caused an increase in health problems in Belarus, but the economic devastation following the disaster resulted in widespread post-traumatic stress, depression and anxiety throughout the population. Along with chronically high unemployment, the prevalence of smoking, alcoholism and overall poor nutrition contribute to an increase in disease and disabilities.

And in a country with limited economic resources, the infrastructure to support children who need assistance just isn’t there. So what happens to them? Institutionalization and exclusion from family and society is common, and children with disabilities, who are often seen as a burden or even an embarrassment, overwhelm orphanages. Rarely do they receive the physical, cognitive and emotional support they need — much less an education. The communities in Belarus where we work have seen some improvement, with the number of institutionalized children dropping to an average of 6 percent in 2009, down from the national average of 25 percent.

With the right support, life for these children can be better. As of 2012, 4,000 children and family members benefited from the USAID-funded inclusive education project. Vlad is gaining an education, as well as future opportunities and more independence. After college, he hopes to become a lawyer and fight for the rights of people with disabilities.

Recently, Belarus leaders have begun to prioritize inclusive education for children with disabilities, thanks in part to groundbreaking cases like Vlad’s and the work by ChildFund and other groups. More children are in a position to become leaders and have greater hope for the future, just like Vlad hopes to be.

It’s time to give your toes some air, while raising awareness for children’s health and education. Tomorrow is One Day Without Shoes, an annual event hosted by TOMS that calls attention to the plight of millions of children whose future is at risk because they walk barefoot or have only thin sandals.

Here are just some of the problems these children face:

Over time, in countries like Ethiopia, people can develop podoconiosis, a debilitating disease that causes painful swelling of feet and legs. According to the World Health Organization, 4 million people in 15 countries suffer from podo.

And in many countries, children are often required to wear shoes as part of their school uniform. Without proper shoes, they may miss school, be turned away from class or drop out altogether.

Cuts caused by walking on rough ground can become infected and lead to serious illnesses.

TOMS Shoes, one of ChildFund’s partners, started One Day Without Shoes in 2007 to encourage people to take off their shoes for a day and experience a bit of what is a daily challenge for millions around the world. We encourage all ChildFund supporters to give this a try — and explain to the people you meet tomorrow why you’re walking through your town, your school or your office without shoes on.

Also, we’d love to see your photos — tag @TOMS and @ChildFund on Facebook or Twitter whenever you share your One Day Without Shoes pictures, and use #withoutshoes. Hope to see your feet on Tuesday!